Volume 22 Issue 8
Aug.  2024
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Article Navigation >  Chinese Journal of General Practice  > 2024  >  22(8): 1420-1423
YIN Faxiang, XU Rui, XIE Qiang, ZHU Chao, ZHANG Junjie, GUO Chenxu, ZHANG Ligong, JIN Xin, YU Dajun, QIAN Jun. The application of flipped classroom combined with MDT teaching model in breast cancer teaching of residents in standardized training[J]. Chinese Journal of General Practice, 2024, 22(8): 1420-1423. doi: 10.16766/j.cnki.issn.1674-4152.003650
Citation: YIN Faxiang, XU Rui, XIE Qiang, ZHU Chao, ZHANG Junjie, GUO Chenxu, ZHANG Ligong, JIN Xin, YU Dajun, QIAN Jun. The application of flipped classroom combined with MDT teaching model in breast cancer teaching of residents in standardized training[J]. Chinese Journal of General Practice, 2024, 22(8): 1420-1423. doi: 10.16766/j.cnki.issn.1674-4152.003650
shu

The application of flipped classroom combined with MDT teaching model in breast cancer teaching of residents in standardized training

doi: 10.16766/j.cnki.issn.1674-4152.003650

  • Department of Oncological Surgery, the First Affiliated Hospital of Bengbu Medical University, Bengbu, Anhui 233004, China

Funds:

 2021jyxm0959

  • Received Date: 2023-12-12
    Available Online: 2024-11-19
    Abstract
  •   Objective  To analyze and discuss the application of flipped classroom combined with multi-disciplinary treatment (MDT) teaching model in breast cancer teaching of standardized training for residents, and to explore a new teaching model for residential training.  Methods  A total of 70 students who received standardized resident training in the Surgery Department of the First Affiliated Hospital of Bengbu Medical University from May 2022 to May 2023 were selected and randomly divided into observation group and control group according to the numerical random table method, with 35 students in each group. The students in the control group were taught by flipped classroom combined with clinical practice. The students in the observation group were taught in the flipped classroom and MDT teaching mode. The two groups of students were compared in terms of their theoretical scores, practical scores (specialty examination, interpretation of imaging data, examination of relevant literature and guidelines), self-evaluation (enhancing learning interest, improving teamwork awareness, broadening clinical diagnosis thinking) and satisfaction with teaching mode.  Results  The theoretical achievement and practical achievement of students in the observation group were much better than those in the control group [(93.5±2.1) points vs. (91.9±1.8) points, (94.5±1.8) points vs. (92.2±2.3) points, (93.5±2.2) points vs. (86.4±2.2) points, (93.3±2.3) points vs. (85.2±3.2) points], the difference between the two groups was statistically significant (P < 0.05). The students ' self-evaluation (enhancing learning interest, improving teamwork consciousness, broadening clinical diagnosis thinking) and satisfaction with teaching mode in observation group were higher than those in control group (P < 0.05).  Conclusion  In the standardized training for residents of breast cancer teaching, the flipped classroom combined with MDT teaching mode significantly improves the students ' professional scores, enhances their learning interest, enhances their teamwork awareness, broadens their clinical diagnosis thinking, and realizes teaching and learning, and greatly improves their teaching satisfaction, which is worthy of promotion and use in clinical teaching.

     

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